Soc Psych Final Review

Front 1

Gender Constancy

Back 1

Constant Over:
Time
Appearance
Behavior

Front 2

Gender Stages

Back 2

Identity-gender known(2)
Stability-wont change with time (2-5)
Consistency-wont change with behavior/appearance (5-7)

Front 3

When does constancy occur

Back 3

consistency

Front 4

Role of Constancy

Back 4

(1) Attention to same sex models
(2) Rigid gender appropriate behavior
(3) Insist that behavior is morally correct

Front 5

Why does Rubles model not support Bandura?

Back 5

Bandura sees motivation as coming from expectations of consequences...

Front 6

Transition

Back 6

Old categories don’t work or
You don’t have categories.
Ex. elementary school to jr high

Front 7

Stage 1 of Ruble's Model of Social Cognitive Transition:

Back 7

Construction:
1) Active information-seeking
2) Open to all information
3) No self-regulating

Front 8

Stage 2 of Ruble's Model of Social Cognitive Transition

Back 8

Consolidation
Committed to new categories
1) No info-seeking
2) Resist contradictory info
3) Strict self regulation
4) Moral concern(my way=right)

Front 9

Stage 3 of Ruble's Model of Social Cognitive Transition

Back 9

Integration
1) Not seeking info
2) Conclusions established fully and connected to life
3) Open to contradictions
4) Less rigid self-regulation

Front 10

Rubles Model Mapped onto Gender Constancy Model

Back 10

Identity: Construction
Stability: Construction Consistency: Consolidation (when constancy is achieved) Integration occurs after this

Front 11

Importance of Ruble's model

Back 11

Exposure to rigid gender info causes higher rigidity, even after constancy

Front 12

Moral Reasoning for Kohlberg's Stage 4

Back 12

Authority and Social Order Maintaining Morality Stage:
1) Expect that what society tells you is appropriate
2) Avoid authority punishment to maintain this valued order
3) Defines good/bad behavior
4) Won’t steal medicine or will but accept punishment.

Front 13

Moral Reasoning for Kohlberg's Stage 5

Back 13

Morality of Contracts, Individual Rights, and Democratically Accepted Law:
1) More flexible
2) Maximize social welfare
3) Your decisions must be fair
4)Societies must be democratic
5) Does something in situation change evaluation of act
6) Reasonable to steal the medicine under circumstances.

Front 14

Moral Reasoning for Kohlberg's Stage 6

Back 14

Morality for Individual Principles and Conscience:
1) Behavior guided by abstract principles, not concrete rules
2) Rise up against society that disagrees with you.
3) Higher (abstract) principle of saving human life makes it morally correct to steal drug

Front 15

Post-conventional moral reasoning

Back 15

1) Fully internalized morals
2) Not worried about material consequences/pleasing others.
3) Pleased when in accordance with your principles, guilty when not (violation of them is worse than punishment)

Front 16

Conventional moral reasoning

Back 16

You want to please/help the ones that you care for

Front 17

Purpose of Schooling

Back 17

1) Socialization form where adults deliberately teach kids specialized skills/knowledge to make sure they are acquired
2) Parents do this with deliberate verbal explanation even before school

Front 18

Why schooling is necessary

Back 18

Literacy and numeracy needs to be verbally explained because they cannot be learned through observation.

Front 19

Why do literacy and numeracy justify the invention of another mode of socialization

Back 19

1) Extends representational power of language indefinitely across space and time.
2) Facilitates inspiration
3) Can build on past ideas
4) Increases capacity for information beyond one brain

Front 20

Heath's 3 Tasks

Back 20

1)What explanation question: Reading comp (no analysis)
2)Reason explanation question:
Causal speculation; hypothetic
3)Affective commentary:
Moral judgment + justification

Front 21

Maintown

Back 21

1) White Middle Class
2) Value books/bedtime stories
3) Encourage all 3 tasks
4) Do well in HS; go to college

Front 22

Roadville

Back 22

1) White working class
2) Value books/bedtime stories
3) Sit and listen
4) What questions only; no fictionalizing is lying
5) Do well till 4th grade when they need reason/affective
6) Good self control

Front 23

Trackton

Back 23

1) Black working class
2) Values storytelling
3) Use reason ______________
4) Use affect ______________
5) No what questions
6) Appear disruptive (no self control skills)
7)Struggle in HS; no college
8)Can't answer known question

Front 24

Proactive/instrumental aggression

Back 24

Performed for a goal/expectation of a reward
Ex: shooting someone for crowd control while robbing a bank

Front 25

Reactive/hostile aggression

Back 25

Response to feeling hurt or feeling threatened
Ex: shooting your spouse when you catch her cheating

Front 26

Aggression

Back 26

Behavior performed with intention of injuring another person (not necessarily physically)

Front 27

Information processing that encourages reactive aggression

Back 27

1) Hostile Attribution Bias: ambiguous behavior interpreted as hostile
2) Vignette: kid breaks your radio (hostile or benign?)
3) Assume it was intentionally hostile or mean

Front 28

Information processing that encourages proactive aggression

Back 28

1) Will be aggressive if:
a)Likelihood of getting reward
b)Capable (self efficacy)
c)Rate instrumental goal above relational goal
2) Vignette: negotiating peer conflict (get kids toy)

Front 29

How does Bandura's Social Learning Theory account for children learning behaviors

Back 29

1)Acquire cognitive rep from:
a) symbolic comms
b) observational learning
c) direct experience (Skinner)
2)Facilitates model/consequences

Front 30

Why will kids continue to behave a certain way (Bandura)

Back 30

1) Actual consequences from YOUR experience

Front 31

How do kids internalize a behavior (Bandura)

Back 31

1) Replicate models behavior for external reward
2) Becomes important to you to meet that standard and you will do so without reward

Front 32

Demandingness

Back 32

1) Parental expectations
2) Supervision

Front 33

Responsiveness

Back 33

1) Affection/engagement
2) Kids influence decisions

Front 34

Authoritarian Style

Back 34

1) High demand. (obedience)
2) Low respons. (little warmth; no explanation)
3) Bad internalizing (conform in order to avoid punishment)
4) Bad scaffolding (not given principles to determine right)
5) No negotiation skills
6) Anxiety in school without specific rules; may withdraw
7)Boys are hostile and defiant; girls are dependent on guidance of other girls
8) Average/slightly below on social and cognitive skills; can hurt them later

Front 35

Permissive Style

Back 35

1)Low demand (no expectations)
2)High respons (nurturing)
3) Make decisions w/o wisdom
4) Get into bad positions; too much control over life
5) Not held accountable to moral standards (immature)
6) Impulsive
7) Dependent on their parents
8) Disobedient when faced with restrictions at school
9) Lower cognitive and social skills (not scaffolded well)
10) Low demands reduce drive: no grade/behavior expectation

Front 36

Uninvolved Style

Back 36

1) Low demand (no engagement)
2) Low respons (no affection) 3) Worst one: cognitive, social and emotional functioning deficits.
4) Poor emotional control: easily frustrated, angry, and withdrawn
5) Poor scholastic achievement

Front 37

Authoritative Style

Back 37

1)High demand (reasonable)
2)High respons(warm/affection)
3)Reasonable demands; responsive to kids capability
4)Explain rules/punishment
5)Set limits, but encourage decision participation within
6)Best for white middle class
7)Higher cog and soc skills
8)High self esteem/grades & social and moral maturity
9)Less traditional gender role behavior

Front 38

Why is authoritative parenting associated with positive cognitive and social outcomes in US mainstream?

Back 38

1) Helps internalize values
2) Understand principles = flexible decisions
3) Competent/ in control b/c parents wont freak if you err
4) Scaffolded on self-regulate
5)Expectations increase w/ age
6)Reassurance of parental love facilitates competence needed for social and cognitive risks
7) Provides encouragement and engagement and expectations (good grades)

Front 39

Kohlberg's cross cultural application

Back 39

1) White middle-class kids
2) Assumes stages 5 and 6 require formal schooling (which is why they only shows up in industrialized countries)

Front 40

Miller

Back 40

1)Assumes democratic reasoning and abstract principles are highest moral reasoning.
2)Other cultures show caring, responsibility to others and social roles.

Front 41

Fuglini and Zhang

Back 41

1) Rapid industrializing China changed urban male filiopiety
2) Men acclimate to urban independent style of work (move around for the job)
3) Women still have their role of keeping the home
4) Women don’t see possibility of participation/advancement in the market economy.
5) Chinese men have more filiopiety than white men

Front 42

Bandura's behavioral standard and internalization

Back 42

1) Image of a behavior that you are trying to reach.
2) Once internalized, you don’t need external reinforcement, but rather the value of the behavior itself.

Front 43

Baumrind's typology of parenting fails to capture some important dimensions of parenting in other social/cultural contexts

Back 43

1) Good for democratic culture (need to negotiate)
2) Cross-cultural problems:
a)Evidence#1: African American kids do well, but parents seem authoritarian
b)Evidence#2: Asian American are academically successful, but parents seem authoritarian
3) Conclusion:
a)Demandingness/responsiveness aren't enough.
b)Verbal interaction doesn't capture full content
c)How do kids interpret parental behavior

Front 44

Chao

Back 44

1) Baumrinds theory isn't appropriate for Chinese
2) Emphasize obedience and demandingness w/o explanation
3) High demand: expectations toward obedience & supervision
4) High respons (undemocratic)
a) Lots of physical closeness which expresses love and affection in the relationship (Baumrind only looks @ verbal)

Front 45

No-nonsense parenting

Back 45

1)High demand: strict coercive punishments (verbal/spanking)
2) Minimal rule explanation
3) Low respons around rules, democracy and negotiation, but high respons around warmth and affection
4) Good for blacks: socially & academically more successful than white authoritarian

Front 46

Ogbu

Back 46

Living situation: unquestioned obedience to prevent exposure to bad neighborhood
Kids interpretation:
parental insistence is caring and affection